University of Southern California

Rossier School of Education

Course Syllabus

EDUC 518 – The Application of Theories of Learning to Classroom Practice

Instructor: Dr. Kidogo A. Kennedy

Phone: 323 523 4922

Office Hours: After class & by appointment

Email:

INTRODUCTION AND PURPOSE

Learning theory is one approach to understanding and explaining the psychological processes involved in learning. Learning theory explains what happens in the mind when an unfamiliar phenomenon, idea, or concept is encountered in a formal or informal situation. Learning theory explains the immediate individual response to the new phenomenon; the conditions necessary for attending to and making sense of the phenomenon; and the process for understanding and identifying the phenomenon for future reference.

The purpose of this course is to provide a sequence of readings and learning experiences that will enable consistent application of theories of learning in designing classroom learning experiences, developing a classroom learning community, and assessing progress towards the expected student learning outcomes. We will cover the primary theories and perspectives related to learning, including behavioral, developmental, cognitive, social cognitive, sociocultural, and constructivist learning theories. In addition, we examine how these different theories address student assessment, motivation, self-regulation, and classroom management.

Throughout the course, we will be looking for examples of theories in action. Often, when you ask a teacher “What learning theory do you use?” you may get a blank look, or even an “I don’t have any use for theory” response; yet, teachers apply theory all the time. When you observe someone facilitating learning, you are observing, through the pedagogical choices they make from moment to moment, the physical enactment of their assumptions about how their students learn. Good teachers are conscious of those assumptions and make those choices intentionally and purposefully, rather than haphazardly. Those assumptions, taken collectively, constitute their personal learning theory. In this course, we review the most common families of those theories and the implications for teaching, assessing, and motivating students.

The readings for this course have been chosen to provide both breadth and some depth to the course topics. The readings were selected based on clarity of presentation regarding the basic principles and assumptions, as well as their explicit connection to theory and practice. Because these readings are a place from which to begin the ongoing discussion of the application of theory to practice, a number of the readings for this course will be revisited in subsequent classes in the program.

Teaching is the process of facilitating learning. Learning is a complex psychological process that involves physical changes in the brain and psychological changes in the mind. The brain is the organ that makes thought and the senses possible through producing structural changes that accommodate new learning. The mind is that part of the individual that feels, perceives, and reasons. Consistently productive teaching for diverse students is based on a theoretical understanding of the learning process. Learning theory is one approach to understanding the psychological processes involved in learning. In this course, you will become familiar with the antecedents and basic tenets of the learning theories preferred by scholars and practitioners and that are employed in textbooks and other instructional materials for teaching specific subject matter.

The assignments and learning experiences for this course are intended to provide a developmental sequence grounded in a sociocultural pedagogy that will enable candidates to progress from academic knowledge of theoretical perspectives on learning, to recognition and application and, finally, to problem solving in the classroom.

This course addresses particular “problems of practice” by:

·  Emphasizing the application of theory to practice, including how learning theory can be consistently applied in instructional planning, assessment, and the development of the classroom community

·  Providing the theoretical knowledge necessary to engage in meaningful application in pedagogy courses

COURSE OBJECTIVES

1)  You will develop skills in recognizing, defining and applying key learning and motivation theories, concepts, processes, principles and procedures to diagnose causes of and plan instructional solutions to learning challenges for a variety of learners from different cultural backgrounds who are learning in diverse urban settings.

2)  You will analyze teaching events in pre-arranged videos, explain their effectiveness and offer alternative approaches based on learning research and theory.

3)  You will develop skills in writing learning objectives, creating and implementing instructional activities, and selecting appropriate assessments that align with the goals for a variety of learners from different cultural backgrounds.

4)  You will learn to apply your knowledge of Web 2.0 and /or multimedia tools in order to analyze a teaching event depicted in a pre-arranged video and explain the effectiveness and offer alternative approaches based on learning research and theory.

You will have the opportunity to practice group collaboration, speaking in front of others, active listening, and analyzing problems.

CTC STANDARDS

For each type of professional credential in education, the California Commission on Teacher Credentialing has developed and adopted standards, which are based upon recent research and the expert advice of many professional educators. Each standard specifies a level of quality and effectiveness that the Commission requires from programs offering academic and professional preparation in education. The following standards will be either introduced or reinforced in this course.

Standard / Week / I, R or M / Description / Assessment
Standard 3.1
Foundational Educational Ideas and Research / 1-10 / Introduced (Weeks 1-10)
Reinforced (Weeks 10-11) / Candidates read a variety of texts related to learning theory and observe pre-recorded videos of teaching events in a variety of contexts that demonstrate learning theories in action / Candidates engage in building a concept map, which involves summarizing and analyzing the most important parts of the theories.
Standard 4.1
Relationships Between Theory and Practice / 2-9 / Introduced / Candidates observe pre-recorded videos of teaching events in a variety of contexts that demonstrate learning theories in action / Candidates write an OTVR paper and create a final video that demonstrate their analysis of the teaching event and learning and motivation theories demonstrated therein
Standard 5.3
Professional Perspectives Toward Student Learning
and the Teaching Profession / 2-10 / Introduced / Candidates read texts that explain a variety of learning theories / Candidates contribute to class discussion and build a concept map.
Standard 6.2
Pedagogy and Reflective Practice / 2-10 / Introduced / Candidates observe pre-recorded videos of teaching events in a variety of contexts that demonstrate learning theories in action / Candidates suggest alternative practices rooted in learning and motivation their in their OTVR paper and video.
Standard 11.1
Using Technology in the Classroom / 1-10 / Introduced / Candidates access course content, participate in class discussions, and complete assignments all through technology-based tools. / Candidates demonstrate their ability to use technology in weekly activities and through the final video product
Standard 16.1
Learning, Applying, and Reflecting on the
Teaching Performance Expectations / 1-10 / Introduced / Candidates are afforded multiple opportunities to learn, apply, and reflect upon TPEs embedded throughout the course (TPE 2, 3, 4, 5, 6A, 6B, 6C, 8, 9, 11) / Candidates complete readings, observe teaching events, and re-create a teaching event wherein they demonstrate their learning of the embedded TPEs.

SPECIAL EDUCATION CTC STANDARDS

Special Education Standard / Week / I or R / Description / Assessment
5.3: / 2, 3-10 / Introduced (2),
Reinforced (3-10) / Candidate observes the implementation of evidence-based assessment strategies / Formative: Candidate is assessed on the use of assessment types for diverse learners during class discussion.
5.4: / 2 / Introduced / Candidate learns about a variety of assessment types and identifies when to use these types / Formative: Candidate identifies appropriate assessment approaches for a variety of learner characteristics.
9.6.2: / 2, 6 / Introduced / Candidate practices writing and aligning learning objectives, instructional activities, and assessments / Formative: Candidate completes these activities during class discussion
Summative: Candidate completes this task and is assessed using a grading rubric.
9.6.5: / 2, 3-10 / Introduced / Candidate practices writing and aligning learning objectives, instructional activities, and assessments / Formative: Candidate completes these activities during class discussion
Summative: Candidate completes this task and is assessed using a grading rubric.

TEACHER PERFORMANCE EXPECTATIONS (TPEs)

By addressing these Teacher Performance Expectations, this course assists you in preparing for the Teacher Performance Assessment (TPA) at the conclusion of this program. Completion of the TPA is required in order to be recommended for a credential from the University of Southern California.

TPE / Week / I or R / Description / Assessment
TPE 2: Monitoring Student Learning During Instruction / 2-10 / Introduced / Candidates analyze pre-recorded video examples of teachers monitoring student learning during instruction / Formative: Candidates are assessed on their analysis of pre-recorded video teaching using a grading rubric
TPE 3: Interpretation and Use of Assessments / 2-9 / Introduced / Candidates practice identifying appropriate assessments that align with learning objectives / Formative: Candidates assessed on their writing of learning objectives and assessments during class discussion (not graded)
Summative: Candidates assessed on their implementation of a variety of assessments using a grading rubric
TPE 4: Making Content Accessible / 2-9 / Introduced / Candidates identify strategies on how to make content accessible to a variety of learners / Formative: Candidates assessed on their ability to identify and implement differentiation and scaffolding strategies using a grading rubric.
Summative: Candidates assessed on their ability to make content accessible through using a grading rubric
TPE 5: Student Engagement / 2-10 / Introduced / Candidates identify how to foster student engagement through a variety of learning and motivation theories and practice how to clearly communicate instructional objectives to students / Formative: Candidates are assessed on their ability to identify and understand strategies that foster student engagement through class discussion.
TPE 6A, B, C: Developmentally Appropriate Teaching Practices / 4 / Introduced / Candidates read and discuss developmental theory and how it influences the choice of learning goals and instructional strategies based on a variety of learners in K-12 / Formative: Candidates are assessed on the explanation of how developmental theory informs learning goals and instructional strategies through class discussion based on depth of understanding.
TPE 8: Learning about Students / 2-9 / Introduced / Candidates observe pre-recorded videos of teachers using formal and informal methods to assess students’ prior mastery content knowledge, and skills. Candidates apply these same skills in the analysis of their own teaching videos. / Formative: Candidates are assessed on their understanding of how to learn about students through class discussion.
Summative: Candidates are assessed on their application of these skills using a grading rubric.
TPE 9: Instructional Planning / 3-10 / Introduced (3-4), Reinforced (5-10) / Candidates write alternative and write and implement original instructional plans. / Formative: Candidates are assessed on their understanding of instructional planning using a grading rubric.
Summative: Candidates are assessed on their ability write and implement instructional plans using a grading rubric.
TPE 11: Social Environment / 2-10 / Introduced / Candidates identify a variety of strategies that promote student effort and engagement and create a positive climate for learning. / Formative: Candidates are assessed on their understanding of strategies that promote student effort, engagement, and how to create a positive climate using a grading rubric.

COURSE REQUIREMENTS AND ASSIGNMENTS

Assignment due dates are posted on the 2sc website. Please be aware that late assignments are accepted without penalty only in the case of serious personal emergencies and only with the prior approval of your instructor. Please note that increased job responsibilities, vacations, and poor planning are NOT considered serious personal emergencies. Assignments submitted late without approval will receive a penalty of 10% of the total possible assignment grade, per day late.

Class Time

The total amount of “class time” per week for this course is 3 hours and 10 minutes. Live class sessions via 2sc will constitute 2 hours, and the remaining 1 hour and 10 minutes of class time will be comprised of but not limited to activities such as participating in the ALEs, viewing of prerecorded videos, meeting with classmates, etc.

Discussions will occur at every Class Time meeting, and you are expected to participate fully in these discussions. You are also encouraged to ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the class. Effort invested during Class Time will reduce the effort necessary outside class. Although technical and connectivity issues do occur, students should make every effort to engage in discussion through the 2sc site for video participation (not just via teleconference). Students who do not participate in the video discussion or do not participate in the full duration of Class Time may be given only partial credit for participation in that discussion session. Class Time is worth a maximum of 2 points each week, for a total of 10% of your grade.

Out of Class Assignments

The out of class workload for this course is approximately 5 hours per week. Out of class assignments include:

Course Readings

For each unit in this course, beginning with Week 1, you will have assigned readings that should be

completed prior to the class session. It is vital that you actively and thoroughly read the assigned chapters and articles prior to each live class session, and prior to completing your ALEs.

Asynchronous Learning Events (ALEs)

Each week from Weeks 3-8, you will be asked to take part in an Asynchronous Learning Event (ALE). For each ALE, you will engage somehow with the content. This may take the form of posting on the course wall, viewing interactive videos, or answering questions. These ALEs will be completed prior to your live class session each week in order to prepare you for the application of concepts that will take place there. The ALE for each week is explained in the Assignment Matrix and in the description for each unit. Each ALE is worth 5 points for a total of 10% of your grade. ALEs are graded on participation, so ALEs that are not fully completed or that are submitted late will not earn full credit. Note that there are no ALEs in Weeks 9-10.

Concept Map

As we progress through the course, each unit will add to your knowledge about theories of learning. However, because there will be a significant amount of information in the course, we will be asking you to work with a small group to reinforce this knowledge each week.